Publications by authors named "Julia J Snyder"
Article Synopsis
- The project investigated how Peer-Led Team Learning (PLTL) influences the recruitment and retention of marginalized groups in STEM majors within a large introductory biology course.
- The data reported includes academic performance, socio-demographic factors, and information on students' experiences with imposter syndrome and PLTL participation.
- These findings aim to provide insights for educators to enhance equity and support for underrepresented students in STEM fields.
Active learning methods have been shown to be superior to traditional lecture in terms of student achievement, and our findings on the use of Peer-Led Team Learning (PLTL) concur. Students in our introductory biology course performed significantly better if they engaged in PLTL. There was also a drastic reduction in the failure rate for underrepresented minority (URM) students with PLTL, which further resulted in closing the achievement gap between URM and non-URM students.
View Article and Find Full Text PDFIn entry-level university courses in science, technology, engineering, and mathematics fields, students participating in associated laboratory sessions generally do better than those who have no related lab classes. This is a problem when, for various reasons, not enough lab sections can be offered for students and/or when students opt out of optional available lab courses. Faced with such a situation, this study evaluated the efficacy of the peer-led team-learning (PLTL) instructional model as a potential method for narrowing the achievement gap among undergraduate students electing not to enroll in an optional laboratory component of an introductory biology course.
View Article and Find Full Text PDFArticle Synopsis
- The study assessed the impact of the Peer-Led Team Learning (PLTL) model on the critical thinking skills of undergraduate peer leaders and their perceptions of these skills.
- A quasi-experimental design with control groups and pre/post-test measurements was used, focusing on participants from a mixed-majors introductory biology course.
- Although qualitative feedback suggested that social interactions and problem-solving activities enhanced critical thinking, quantitative results did not show significant improvements in critical thinking skills between groups or over time.